The accelerating integration of artificial intelligence (AI) into education, research, and innovation presents both transformative opportunities and profound ethical, cultural, and sustainability challenges. This paper examines the role of sustainable education in empowering individuals to make informed decisions and take responsible action for a sustainable future in the age of AI. Grounded in the principles of Education for Sustainable Development (ESD), the study conceptualises education as a lifelong, values-driven process that integrates technological advancement with social equity, environmental stewardship, and cultural integrity.

Drawing on global policy frameworks and contextualised through the Pacific and Fijian higher education landscape, the paper explores how AI-enabled research and innovation can support inclusive, locally responsive, and sustainable development. It argues that without deliberate ethical governance, professional capacity-building, and inclusive digital infrastructure, AI risks reinforcing existing inequalities and marginalising Indigenous knowledge systems. Conversely, when embedded within culturally grounded pedagogies and sustainability-oriented research cultures, AI can enhance educational access, knowledge co-creation, and resilience-building.

The paper proposes a conceptual framework that positions sustainable education, ethical AI governance, research innovation, and cultural contextualisation as converging pillars for resilient futures. It concludes by emphasising the responsibility of tertiary institutions, policymakers, and educational leaders to proactively shape AI integration in ways that prioritise sustainability, equity, and long-term societal wellbeing. In doing so, education is repositioned not merely as a responder to technological change but as a critical architect of sustainable and resilient futures.

Sustainable education, Artificial intelligence, Education for sustainable development, Research and innovation, Ethical AI, Pacific higher education, Lifelong learning, Cultural contextualisation, Resilient futures

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